Guidelines for Evaluating Search Diversity, Equity, and Inclusion (DEI) Statements
All candidates for positions in the College of Arts & Letters at Michigan State University are asked to submit a 1-page DEI Statement. The requested language is the following:
A 1-page summary of the candidate’s philosophy of diversity, equity, and inclusion as it pertains to their intellectual leadership in the areas of teaching/curriculum development, research/creative activities, service, outreach, advising, and/or administration. The statement should also include an explanation of related past or planned activities/endeavors as well as how the candidate will advance our goals of inclusive excellence.
To avoid implicit bias, each search committee in the College uses an evaluation rubric to assess all candidate applications and also follows the guidelines outlined in the College Search Guidelines. The suggestions for evaluating the DEI statement below should be integrated into the search’s evaluation rubric and be formulated prior to the evaluation of application dossiers.
DEI statement information normally falls into three categories:
- philosophy, knowledge, and understanding of diversity, equity, & inclusion in a professional setting
- evidence of past and present professional activities and leadership that advance DEI
- plans for contributing to the department, unit, college, and/or university in the area of DEI.
Search committees will often assign a numerical score to each category. When doing so, it is important to talk through scoring calibration so that each committee member understands the ranking range in a similar manner. For instance, “when reviewing applications, how will we rank a candidate with x type of experience over y type of experience?” In addition, scoring is not intended to reduce or eliminate discussion of the candidates, but rather open up the discussion. For instance, “why did you award candidate x a higher score in this area than candidate y?” Note that a scoring system should not become too complicated and obscure the actual evaluation of the candidates.
Examples given in the rubric are presented as possible examples and do not represent limits.[1]
Sample DEI Statement Evaluation Rubric:
Philosophy, Knowledge, and Understanding Of Diversity, Equity, & Inclusion in a Professional Setting
| Score | Examples |
| 1-2 Basic evidence of intellectual leadership (sharing knowledge, expanding opportunities, mentorship/ stewardship) in the area of diversity, equity, inclusion. | 1. Demonstrates very basic awareness of a variety of definitions or categories of diversity or differing identities or intersections thereof in a professional workplace context. 2. Discusses concepts of diversity, equity, and inclusion in professional settings in basic terms. Does not differentiate among them and has made little or no attempt to self-educate for a more in-depth or detailed understanding through professional development opportunities or reading/research. 3. The philosophy of diversity, equity, and inclusion is very basic as it pertains to intellectual leadership in the relevant areas of academic work whether teaching/curriculum development, research/creative activities, service, outreach, advising, and/or administration. |
| 3 Some indications of intellectual leadership, but not enough to merit higher score | 1. Those individuals who fall into the “3” category demonstrate knowledge of some of the above, but not in most or all categories. |
| 4-5 Sustained intellectual leadership (sharing knowledge, expanding opportunities, mentorship/ stewardship) in the area diversity, equity, and inclusion. | 1. Substantial awareness and understanding of a variety of categories of diversity and/or differing identities or intersections thereof (e.g., gender, race, ethnicity, ability, sexual orientation, cultural differences), and barriers that various groups face in the academic workplace. While overall knowledge may be informed in part by personal experience, the statement addresses only professional applications in the workplace and/or through investment in self-education about identities other than their own. 2. Knowledge of demographic data in the area of diversity and its impact on higher education. 3. Evidence of a well-developed philosophy of diversity, equity, and inclusion as it pertains to intellectual leadership whether teaching/curriculum development, research/creative activities, service, outreach, advising, and/or administration. Addresses the need for faculty, staff, and students to identify and eliminate systemic barriers to full and equitable participation and advancement. |
Evidence of Past and Present Professional Activities and Leadership that Advance DEI
| Score | Examples |
| 1-2 Basic evidence of intellectual leadership (sharing knowledge, expanding opportunities, mentorship/ stewardship) in the area of diversity, equity, inclusion. | 1. Participated in 0-2 related activities. Related events were informational or there was minimal to basic involvement. 2. Efforts resemble tokenism rather than an informed strategic approach towards greater equity and inclusion to ensure that all have a seat at the table. Examples given are those expected of all faculty members in their daily work activities such as basic engagement with a variety of students in class, mentoring 1-2 such students, or revising one course syllabus to include more inclusive content. 3. Statement does not indicate an investment in this area or demonstrate a record of advancing DEI goals that is commensurate of the candidate’s rank as a faculty member. |
| 3 Some indications of intellectual leadership, but not enough to merit higher score | 1. Consistent efforts at sharing knowledge, expanding opportunities, mentorship or stewardship are concentrated in one activity or efforts are reserved to activities that focus on one group identity or are concentrated in one area of the academic mission. Few actions address intersectional needs. a. Often practices inclusive pedagogy and content in teaching and learning activities 1-2 courses. b. In research or creative activities – some effort to address disparities that impact underrepresented groups or engage underrepresented communities in a reciprocal and redistributive manner. Some effort to amplify work by underrepresented scholars. 2. Is a member of a DEI-focused professional organization or mentor of a DEI student group or has made an existing faculty committee or group more diverse and inclusive. Implements strategies to effectively mentor a number of students or faculty from underrepresented groups, including for recruitment or retention purposes |
| 4-5 Sustained intellectual leadership (sharing knowledge, expanding opportunities, mentorship/ stewardship) in the area diversity, equity, and inclusion. | 1. Demonstrates sustained and an appropriate level of intellectual leadership over multiple years via a number of activities or efforts across intersecting identities, across the academic mission, and appropriate to rank and position. 2. Regularly shares knowledge, expands opportunities and stewards the unit, College, or in efforts or diversity, equity, and inclusion. 3. Has organized or spoken at an event aimed at increasing faculty/student awareness of diversity, equity, and inclusion goals. 4. Has taken on a leadership role in a student or professional organization that advances underrepresented groups or has changed unit structures that lead to greater diverse and inclusive faculty governance. 5. Has led recruitment and retention efforts for underrepresented faculty/students/staff. 6. Has redesigned several courses based on inclusive pedagogy principles and/or content in teaching and learning activities or taken on a leadership role in this area to helps others do so. 7. Research or creative activities regularly address disparities that impact underrepresented groups or engage underrepresented communities in a reciprocal and redistributive manner. Regularly amplifies work of underrepresented scholars. |
Future Plans for Contributing to the Department, Unit, College, and/or University in the Area of DEI.
| Score | Examples |
| 1-2 Basic evidence of intellectual leadership (sharing knowledge, expanding opportunities, mentorship/ stewardship) in the area of diversity, equity, inclusion. | 1. Describes practices that are expected of every faculty and academic staff member to share knowledge and expand opportunities (inclusive syllabus content and classroom culture, mentoring students of color) 2. Basic awareness or idea of what they would contribute to Michigan State in this area. |
| 3 Some indications of intellectual leadership, but not enough to merit higher score | 1. Level of ideation in this area could be greater for the career stage; ideas that are mentioned are vague and could be better formulated given some self-education; plans address only one aspect of teaching, research and creative activities, service/mentoring/stewardship, advising, administration. |
| 4-5 Sustained intellectual leadership (sharing knowledge, expanding opportunities, mentorship/ stewardship) in the area diversity, equity, and inclusion. | 1. Knowledge of existing DEI initiatives at MSU; well-formed DEI-related agenda for work at MSU that is commensurate with career stage across research and creative activities, teaching, service/outreach, mentoring/stewardship, advising, administration. 2. Plans address multiple areas of engagement in DEI work (e.g., classroom or lab/studio climate, meetings, conferences) and with multiple constituencies (e.g., K-12, undergraduate/ graduate students, faculty, staff, administration, community) 3. Research or creative activities regularly address disparities that impact underrepresented groups or engage underrepresented communities in a reciprocal and redistributive manner. |
[1] This sample rubric was inspired by and/or adapted from the “Rubric for Assessing Candidate Contributions to Diversity, Equity, and Inclusion” from the University of California, Berkeley https://ofew.berkeley.edu/recruitment/contributions-diversity/rubric-assessing-candidate-contributions-diversity-equity,
and the University of California, Irvine “Rubric for Evaluation of Contributions to DEI” https://inclusion.bio.uci.edu/files/2021/04/Rubric-for-Evaluation-of-Contributions-to-DEI.pdf, and the “Rubric for Evaluation of Diversity Statements from Faculty Candidates” from Texas Technological University (2020) https://www.depts.ttu.edu/biology/resources/diversity/docs/Diversity_Statement_Rubric.pdf,